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S544

24th European Congress of Psychiatry / European Psychiatry 33S (2016) S349–S805

Disclosure of interest

The authors have not supplied their decla-

ration of competing interest.

http://dx.doi.org/10.1016/j.eurpsy.2016.01.1592

EV608

Resource training centre as

innovation didactic component of

postgraduate training for doctors

narcologists in Ukraine

I. Sosin

, Y. Chuev , O. Goncharova

Kharkov Medical Academy of Postgraduate Education, Narcology,

Kharkov, Ukraine

Corresponding author.

Introduction

The work presents HIV PLEDGE project cooperative

results of Kharkov Medical Academy of Postgraduate Education

(KhMAPE) and the United Nations Office on Drugs and Crime

(UNODC) in Ukraine which correspond the Law of Ukraine “On the

Higher Education” requirements.

Objectives and aims

The project is aimed at the reduction of

HIV-infection, tuberculosis and other comorbid disorders in drug

addicts in Ukraine. The results are expected to be introduced into

postgraduate training for doctors narcologists of Ukraine at the

resource training centre (RTC) created under UNODC aegis accord-

ing to innovation international education and technology standards

criteria adapted for all forms of postgraduate training including

medical residency.

Methods

Clinical, laboratory, epidemiological methods, statisti-

cal monitoring were applied for modern drug addiction conditions.

Results

The research allowed:

– to increase abilities of KhMAPE departments to provide up-

to-date epidemiological information for narcological diseases,

pathophysiology, treatment, prevention, rehabilitation, HIV-linked

medical and non-medical services integration in routine practice;

– to approach renewed academic programs, distance training

courses, certification, specialmodern software, computer technolo-

gies, internet resources;

– to increase the postgraduate education efficiency and quality;

– to apply up-to-date information concerning treatment;

– to provide tuition and online training.

RTC was equipped with special software, valid educational and

diagnostic tests, e-libraries, research analytical reports, Tritnet

educational and information materials, presentation setup. RTC

provides monitoring systemof academic efficiency “Smart Senteo”,

distance training module program, database server “Osvita”.

Conclusions

RTC efficiency and prospects of new form of post-

graduate medical training for doctors narcologists in residency

have been grounded.

Disclosure of interest

The authors have not supplied their decla-

ration of competing interest.

http://dx.doi.org/10.1016/j.eurpsy.2016.01.1593

EV609

Early identification of language and

behavioral deficits for

psycho-educational intervention as a

public policy

C. Varanda

1 , 2 ,

, E.C. Mendes

2

, N. Campina

3

, M.D.G. Aulicino

2

,

R.D.C.G. Nascimento

4

, K.R. Grilo

4

, C.M. Marczak

4

, E.C. Diogo

4

,

F. Mello

4

, R.C. Corrêa

4

, F.D.M. Fernandes

1

1

University of São Paulo, Department of Physical Therapy,

Speech-Language Pathology and Audiology and Occupational

Therapy, São Paulo, Brazil

2

Paulista University, Human Sciences, Santos, Brazil

3

Paulista University, Health Sciences, Santos, Brazil

4

Santos City Hall, Secretariat of Education, Santos, Brazil

Corresponding author.

The impact of educational public policies in developing countries

such as Brazil is determinant in the improvement of socioeconomic

outcomes as well as in the increase of individual’s well-being.

This research aimed to study the effects of early detection and inter-

vention in language and behavioral difficulties among 3–4-year-old

preschoolers in Brazil. It was designed as a pretest–posttest model

with a total of 178 subjects, 90 girls and 88 boys, divided in control

(

n

= 94) and experimental groups (

n

= 84), with average age of 3.7

y. Children were evaluated in receptive and expressive vocabulary,

central auditory processing and behavior. Subjects of the exper-

imental group were engaged in intervention for three months for

the development and refinement of language and behavior through

activities developed in software used in tablets and orientation

provided to their parents and teachers by a professional team com-

posed by speech therapists, psychologists and psycho-pedagogues.

The subjects improved their performance in all tests. There was

a significant difference in the performance of behavioral and lan-

guage tests in posttest, indicating that improvement was due to the

intervention proposed. This research was supported by the Foun-

dation for Research Support of the State of São Paulo (FAPESP) and

Maria Cecilia Souto Vidigal Foundation (FMCSV) whose agreement

aims to develop and support projects with potential application in

society. These results are meant to guide the design of a project,

which will allow the early identification of communication disor-

ders and behavioral difficulties and the development of continuing

education actions for the teachers.

Disclosure of interest

The authors have not supplied their decla-

ration of competing interest.

http://dx.doi.org/10.1016/j.eurpsy.2016.01.1594

EV610

Scientific research providing

behavioral support for teachers on the

modification of inadequate behavior

among adolescents enrolled in a

language course in Brazil

B. Montagni

1 , C. V

aranda

2 ,

1

Paulista University, Human Sciences, São Paulo, Brazil

2

University of São Paulo, Department of Physical Therapy,

Speech-Language Pathology and Audiology and Occupational

Therapy, São Paulo, Brazil

Corresponding author.

Education can benefit from psychological research concerning

students’ behavioral problems in order to provide teachers infor-

mation on how to handle those behavioral issues, since those can

predict late psychiatric disorders and interfere negatively with aca-

demic achievement. This research investigated problem behavior

of students (10–12 yrs) of a language course in Brazil. Behavior was

investigated through a problem behavior questionnaire consider-

ing the potential effects of peer and teacher attention. The initial

hypotheses that there would be a positive correlation between

problem behavior and poor academic performance was partially

confirmed once correlation between some items of the problem

behavior questionnaire and the performance in academic assess-

ment was found. Among all the 15 elected problem behaviors,

most of them appear to have the functionality of gaining peer

attention and avoiding teacher attention; followed by gaining both

teacher and peer attention and gaining teacher attention. These

results were used as parameters for the suggestion of positive

behavioral support, which contributed to an improved academic

performance and to behavioral changes among the students. There

was an increase of one point in the academic performance and

reduction of 27.8% of the emission of deviant behavior. Neverthe-

less, a teacher training program showed to be necessary for the

teachers to learn how to handle adolescent behavioral problems.